Standard 11:Using Technology in the Classroom

The Multiple Subject credential program requires teacher candidates to take CI 175: Science Instruction and Applied Technology.  In this course, candidates learn how to use and apply tools of technology in the classroom.  The course description from the core syllabus states, “This course is designed to prepare teacher candidates to effectively and equitably teach elementary school science and to use contemporary instructional technologies in culturally and linguistically diverse classrooms.”  The course has both science and technology expectations.  Candidates learn how to use technology within the context of science.  A focus on multiple methods of presentation and assessment provides the connections to all subject areas. The primary learning outcomes for technology are listed below. 

Primary Learning Outcomes:

The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations (TPE), and the National Council for Accreditation of Teacher Education (NCATE) Standards and Dispositions (Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning).

Technology Expectations:

  • Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.  (CCTC 5, 6, 9, 11, 13; NCATE 1.1, 1.3)
  • Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.  (CCTC 4, 6, 11; NCATE 1.3)
  • Each candidate is familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.  (CCTC 11)
  • Each candidate uses computer applications to manage records and to communicate through printed media. (CCTC 11)
  • Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative tools. (CCTC 11)
  • Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools. (CCTC 6, 11)
  • Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.  (CCTC 6, 11; NCATE 1.3)
  • Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.  (CCTC 6, 11) 
  • Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies. (CCTC 11; NCATE 1.6-Professional Ethics) 

In CI 175:  Science Instruction and Applied Technology teacher candidates create a multimedia portfolio.  The portfolio includes a web review assignment where candidates critique the quality of web sites.  Candidates also learn the use of spreadsheets, wikis, and presentation software.  [See CI 175 syllabus:  Multimedia Portfolio.]

All of the courses in the Multiple Subject credential program apply technology as it relates to their state-adopted curriculum.  In CI 171:  Understanding the Learner, Instructional Design, and Assessment teacher candidates utilize the Internet to conduct research, produce documents and multimedia presentations.   In LEE 172:  Cultural Language and Context of the Classroom teacher candidates utilize the Internet to gain insight to cultural perspectives and the use of key websites focusing on English language learners.  In LEE 173:  Teaching Reading and Social Studies in Grades 4-8 teacher candidates utilize the Internet and have discussion groups on Blackboard.  In EHD 174:  Field Study A/Grades 4-8:  Students utilize Task Stream to construct lessons, gather resources, and submit work. 

In CI 176:  Mathematics Instruction and Applied Assessment teacher candidates utilize Excel to organize data, create graphs and make instructional decisions based on student performance.  In LEE 177:  Teaching Reading and the Arts in Grades K-3, teacher candidates utilize the Internet for research; utilize our online blackboard for group discussions and as a resource for class notes, website links to professional sites related to literacy teaching and learning; create and EL presentation using PowerPoint or Keynote and other sites such as Animoto and learn ways to create classroom blogs and using sites with elementary students.  In EHD 178:  Field Study B/Grades K-3, teacher candidates learn about the Technology Acceptable Use Policy of the school district they analyze their potential use of technology based on this policy.  They also utilize Task Stream for research, portfolio development, and submission of work. 

In SPED 179:  Differentiated Instruction and Classroom Management teacher candidates are required to research websites that provide support for strategies such as www.cast and www.chadd … , use of technology to design graphic organizers and visual schedules, and to develop a multimedia presentation. They also discuss the role of assistive technology (low and high tech).  In EHD 170:  Field Study C/Final Student Teaching the teacher candidates develop a teaching project that requires them to analyze the potential use and application of available technologies.  Task Stream is also used in this field placement.

Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following:

Candidates are familiar with basic principles of operation of computer hardware and software, and implements basic troubleshooting techniques for computer systems and related peripheral devices before accessing the appropriate avenue of technical support.

Students majoring in Liberal Studies are required to take CI 100:  Educational Application of Technology, an upper division class providing and introduction to technology in the classroom.  Students who take this class will become familiar with the basic principles of computer systems, devices, and troubleshooting.

During computer labs in CI 175: Science Instruction and Applied Technology, teacher candidates learn the basic principles of operation of computer hardware and software (e.g. PowerPoint, spreadsheet, etc.).  The core syllabus lists the assignments where candidates demonstrate proficiency of the operation of computer programs.  Examples of assignments include:  candidate production of a web review with a spreadsheet and a science introductory lesson utilizing PowerPoint or SmartBoard and Inspiration.  [See CI 175 syllabus:  Multimedia Portfolio.]  Course instructors model critical thinking when problem-solving issues arise with computers and the software applications.

Candidates use appropriate technology to facilitate the teaching and learning process.  Candidates are able to evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state-adopted academic content standards, and the value they add to student learning.

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology.  The core syllabus lists the assignments that require candidates to select appropriate technological resources.  Candidates learn how to select and evaluate web resources (e.g. web sites and web quests) to support and enhance student learning of the California Content Standards. Selection criteria include:  accessibility, accuracy, appropriateness, and appeal.  [See CI 175 syllabus:  Web Review Assignment.]

Candidates also create a developmentally appropriate multimedia presentation to introduce students to the content of a California Science Content Standard.  [See CI 175 syllabus:  Multimedia Portfolio.]  Written assessments are used to measure the candidate’s ability to select appropriate technological resources to support, manage, and enhance student learning.  Candidates apply their knowledge of technology selection during their model lesson presentation.  [See CI 175 syllabus:  Model Lesson Presentation.]

In CI 171:  Understanding the Learner, Instructional Design, and Assessment teacher candidates utilize the Internet to conduct research, produce documents and multimedia presentations to support and enhance instruction.  In LEE 172:  Cultural Language and Context of the Classroom teacher candidates utilize the Internet to gain insight to cultural perspectives.  In LEE 173:  Teaching Reading and Social Studies in Grades 4-8 teacher candidates utilize the Internet and have discussion groups on Blackboard to support students in understanding student services in translating theory into practice.  In EHD 174:  Field Study A/Grades 4-8:  Students utilize Task Stream to construct lessons, gather resources, and submit work. This is primarily a materials management tool.

In CI 176:  Mathematics Instruction and Applied Assessment teacher candidates utilize Excel to organize data, create graphs and make instructional decisions based on student performance.  In this way teacher candidates learn how to gather student assessment data to access prior experiences and academic achievement, analyze the results, and modify their instruction to manage and support student instruction.

In EHD 178:  Field Study B/Grades K-3 teacher candidates learn about the Technology Acceptable Use Policy of the school district they analyze their potential use of technology based on this policy.  They also utilize Task Stream for research, portfolio development, and submission of work. In EHD 170:  Field Study C/Final Student Teaching the teacher candidates develop a teaching project that requires them to analyze the potential use and application of available technologies.  Task Stream is also used in this field placement for materials management.

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology.  Candidates learn about software selection in their readings, in discussions, and through demonstrations in class.  Some of the criteria for evaluation include:  developmental appropriateness, relevance to topic and focus on standards, effectiveness in communicating content, and alignment with content standards. Teacher candidates utilize criteria such as accessibility, accuracy, appropriateness, and appeal to evaluate materials.  SPED 179: Differentiated Instruction and Classroom Management also discusses accessibility in designing learning experiences utilizing UDL.

Candidates demonstrate knowledge and understanding of the legal and ethical issues related to the use of technology, including copyright issues and issues of privacy, security, safety, and acceptable use. Candidates demonstrate knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis, and management in the instructional setting.

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology.  Candidates demonstrate their knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies through written examinations and in their application of the content in a PowerPoint assignment.  Acceptable Use Policies and copyright issues are addressed as a part of the university syllabi template.  [See CI 175 syllabus:  EHD 178 Component embedded in the class:  Acceptable Use Policy.]

Candidates demonstrate competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.  Candidates analyze best practices and research on the use of technology to deliver lessons that enhance student learning.

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology where they learn examples of technology best practices research. The core syllabus lists the assignments that require candidates to select appropriate technological resources. Candidates demonstrate their analysis of best practice and research findings on the use of technology to design their model lesson project.  The project has lesson planning, lesson presentation, and lesson reflection.  The instructional technology component of the model lesson is learned through the readings of the textbook; discussions, demonstrations, and practice during class computer labs; written examinations, and the design of multimedia presentations. 

[See CI 175 syllabus.]

Candidates learn about electronic research tool selection in their readings, in discussions, and through demonstrations in class.  Some of the criteria for evaluation include:  developmental appropriateness, relevance to topic and focus on standards, effectiveness in communicating content, and alignment with content standards. Teacher candidates utilize criteria such as accessibility, accuracy, appropriateness, and appeal to evaluate materials.  SPED 179: Differentiated Instruction and Classroom Management also discusses accessibility in designing learning experiences utilizing UDL.

Technology Resources:

Brain Pop. (2010).  [ http://www.brainpop.com/ ]

Committed Sardine Blog. (2010). [http://www.committedsardine.com/blog.cfm]

Google Earth. (2010).  [ http://earth.google.com/ ]

Inspiration. (2010). [ www.inspiration.com]

International Society for Technology in Education. (2010). [http://www.iste.org/welcome.aspx]

National Geographic for Kids.  (2010).[ http://www.nationalgeographic.com/kids/]

PBS Teachers. (2010). [http://www.pbs.org/teachers/]

Read Write Think. (2010).  [ http://www.readwritethink.org/]

Thinkfinity. (2010). [ http://thinkfinity.org]

Time for Kids. (2010).  [ http://www.timeforkids.com]

TED:Ideas Worth Spreading. (2010).  [ http://www.ted.com/]

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology.  Candidates learn how to use electronic research tools (e.g. search engines, directories, etc.).  Candidates learn about research links found in many instructional materials (e.g. textbooks, trade books, etc.).  Criteria for the evaluation of the data gathered include authenticity, accuracy, accessibility, reliability, bias, and appropriateness of data gathered.   Candidates are evaluated on their competency in using electronic research tools with the development of their PowerPoint lesson.  Candidates are evaluated on their ability to assess the data in the development of their web review assignment.

Candidates integrate technology-related tools into the educational experience and provide equitable access to available resources to all students.  Candidates encourage the use of technology with students in their research, learning activities, and presentations.

Beginning in the first course of the credential program, CI 171:  Understanding the Learner, Instructional Design, and Assessment, teacher candidates utilize the Internet to conduct research, produce documents and multimedia presentations to support and enhance instruction.

Teacher candidates are required to take CI 175: Science Instruction and Applied Technology.  The core syllabus lists the assignments that require candidates to select appropriate technological resources.  Teacher candidates utilize criteria such as accessibility, accuracy, appropriateness, and appeal to evaluate materials to ensure equity and access. Candidates learn how to select and evaluate multimedia (e.g. instructional CD ROMs, videos, and DVDs) and Internet resources (e.g. web sites and web quests) to support and enhance student learning of the California Content Standards.  Candidates use productivity tools (e.g. Microsoft Office suite) to develop their written assignments. Candidates learn best practice components of developmentally appropriate multimedia presentations (e.g. PowerPoint, SmartBoard, etc.).  The topical focus is the introduction of the California Science Content Standards.  Written assessments are also used to measure the candidate’s ability to select appropriate technological resources to support, manage, and enhance student learning.  Candidates apply their knowledge of technology selection during their model lesson project. 

Candidates use computer applications to manipulate and analyze data as a tool for assessing student learning, informing instruction, managing records, and providing feedback to students and their parents.

In CI 175: Science Instruction and Applied Technology, candidates learn how the computer may be used to manipulate and analyze data and manage records (e.g. Excel).  Candidates learn how to use the Excel spreadsheet to organize and sort data.  Candidates also learn how to convert data into graphic representations to communicate through the printed media.  [See CI 175 syllabus: Web Resources Assignment.]  In CI 176: Math Instruction and Applied Assessment, candidates learn how to input student record assessment data.  The candidates then analyze the data to make instructional decisions to modify instruction. [See CI 176 syllabus: Mini Unit assignment.]

Candidates learn to use a variety of technologies to collaborate and communicate with students, colleagues, school support personnel, and families to provide the full range of learners with equitable access to all school and community resources. 

Teacher candidates in the Multiple Subject program are required to use CSU Fresno e-mail accounts and Blackboard.  Beginning with application to the program and throughout the program faculty and staff communicate with teacher candidates utilizing e-mail, Blackboard, and group wikis.  Instructors and candidates communicate and often submit assignments using e-mail, Blackboard communication tools or group wikis.  In LEE 173:  Teaching Reading and Social Studies in Grades 4-8 teacher candidates utilize the Internet and use discussion boards on Blackboard to support students in understanding student services in translating theory into practice.  In CI 175:  Science Instruction and Applied Technology teacher candidates utilize Blackboard for resources, communication tools, quizzes and the grade book.

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